Rationale: Beginning readers need to understand and recognize each letter in the alphabet is different. Each letter makes a different sound. Readers will be learning how to detect phonemes, letter recognition, and letter correspondences. This lesson will focus on the vowel correspondences i= /i/. I will introduce the /i/ correspondence in a fun tongue tickler. I will also introduce some words with the /i/ sound through a letterbox lesson and decodable book.

 

 

Materials:

-Image of popsicle sticking to fingers

-Cover-up critter

-White board

-Elkonin box for modeling

-Individual letter boxes for students

-Magnetic letters for teacher

-Letter manipulatives for each student

-List of words:

-Decodable text: Liz is Six

-Assessment Worksheet

 

 

Procedures:

 

Say: Today we are going to learn about the short vowel /i/ sound. When I say /i/, I think of icky, sticky, popsicle that has stuck to my fingers. (Show students an image of the sticky popsicle on my fingers). When we see the letter /i/ today, we know it says /i/ like an icky, sticky, popsicle.

 

Say: Before we learn about spelling different words with /i/, we need to listen for the distinct sound in some words. When I listen for /i/ in words, I hear the /i/, in icky, and I feel my mouth get a bit wider (show students what my mouth would look like). There is a short /i/ in sticky. Now I am going to see if it is in fog. Hmmm, I did not hear the short /i/ sound. Now you try. If you hear /i/ say, “iiicky, sticky.” If you do not hear /i/, say “That’s not it.” Now, let’s look at some words! Is /i/ in fig, grit, cat, pick, blend, crab, grill. (Have students make the /i/ sound with their mouth).

 

Say: What if I want to spell the word “swim”? “I love to swim in the summer.” Now let’s look at letterboxes. To spell “swim” in letterboxes, I need to know how many phonemes (sounds) I have in the word. I’m going to count it out: s/ w/ i/ m/. This word needs 4 boxes. The /i/ goes in the 3rd box. The word begins with an /s/ so I place my “s” in the first box. I hear the /w/ sound after the /s/. That means we only need one more box to fill, and that is the /m/. Now, let’s repeat the word one more time: s/ w/ i/ m/. Good Job! Now I will show you how to read a word. (I will write the word “drink” on the white board) (Model how to begin looking for the /i/ sound). The drink at lunch was good.

 

Say: Now I am going to have you try to spell some words with the letterboxes. You will start out with 3 boxes. Listen for the /i/ sound.

Have the students work with their own boxes. (make sure to flip the letter boxes when it has 4, or 5.

3 letterboxes: kid, sit, pig

4 letterboxes: fish, dish, gift, still, skin

5 letterboxes: strip, twist  

 

Say: You have done the best job with words, now let’s read a book called Liz is Six. Booktalk: Liz is turning six. She is having her birthday party with animals and friends. She gets a baseball mitt. Liz and the animals are playing baseball. Liz hits the ball. You’ll have to read to find out if the pig can catch her ball. (students pair up and take turns reading alternate pages while teacher walks around room). The group comes together to read it aloud together. Discuss the plot to build comprehension.

 

Say: That was fun! On this worksheet, I want you to color the words that have the /i/ sound.

 

 

Assessment: on the page below.

file:///Users/KateDease/Downloads/WordFamilyshortiWorksheets.pdf

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References:

 

https://gabrielleguyettelessondesign.weebly.com/beginning-reading.html

 

http://samimoccia.wixsite.com/samimoccia/beginning-reading

 

http://hlm0012.wixsite.com/haleymiller/beginning-reading